Teachers will work individually, in small groups and as a whole group to explore existing blogs, discuss the affordances and constraints of using blogs in the classroom, and learn the basics of creating posts and comments.
Tasks:
What is a blog? (Jigsaw) - Teachers' create own definition/explanation
Process:
Step 1 - Form groups of 3-4 (works best if you teach different grade levels or subjects) and have each teacher select a different resource (see list below)
Step 2 - Individually, write bullet notes summarizing what their resource tells them about blogs
Option 1 - good, old fashioned index cards
Option 2 - any text program
Step 3 - As a group of 3-4, using the notes you each gathered while exploring your resource, draft an explanation of what a "blog" is for a parent audience
Option 1 - as a comment/reply to a blog post (best option for modeling the use of a blog while learning about blogs)
Option 2 - as a comment/discussion on a wiki page
Option 3 - on a wiki page for each group on main page
Step 4 - Affordances/Constraints Chart for teachers to add notes to as they work on other parts of the workshop and give them a few minutes to brainstorm affordances/constraints
In a group, have each individual or pair describe the resource and what it offers to teachers or students who are blogging.
Discuss if any of these resources meet your needs as is. If not, how could they be modified for your needs?
Tailor these assessment tools to your own needs and post for your students and colleagues to share.
Reflection (Which of these can be moved to a section above?)
What skills, content, standards are being met when students blog? What older activities can be retired that were meant to hit those same skills, content, or standards?
How much direct instruction is needed? Assessment? Are students better served by just doing it? How do you balance those?
How do you build a classroom community of writers? How do you build a virtual community of writers? How do you build a blended community of writers?
How does the change in audience affect students and their writing? How do we safely expand that audience?
Q & A - Make sure participants know that this should be going on throughout the workshop, not to save their questions for the end. If there are questions that can't be addressed in the moment, model the use of a ThinkTank.
Notes - as written, this is a very fast paced 1/2 day workshop. It would probably be better run a bit slower as a full day workshop. This would allow for more depth and time to collaborate on project development. Below are modifications to consider for a full day workshop:
Give teachers more time to look at existing uses of blogs and have them annotate 4-5 blogs/projects/posts
Give teachers time to create the first post of their blog, welcoming students, parents, and other educators
Have educators work in pairs to create two projects, one for each classroom. Having a partner/editor can generate worthwhile discussions, interesting questions, and projects more likely to succeed the first time. It also will result in less technical questions and more time for the facilitator to focus on the projects being designed.
Have educators determine how they would assess this project and the students' process. (They may not want to assess the students very first project with this new tool, but it could be used for students to reflect on their projects at the end.)
Objectives:
To understand how blogs can be used for curricular projects
To understand the affordances/constraints of blogs
To learn basic blogging skills
To modify/create a project to use in the classroom in the next week or two
To observe a few pedagogy/management methods
Assessment:
You could assess the projects teachers design
You could assess the implementation of teachers' projects
You could assess the teachers' reflective editing of their project upon completion with the students
Blogging Workshop
Discussion:
Jordy Whitmer